NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ992006
Record Type: Journal
Publication Date: 2012
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0013-1172
Flooding the Zone: A Ten-Point Approach to Assessing Critical Thinking as Part of the AACSB Accreditation Process
Cavaliere, Frank; Mayer, Bradley W.
Education, v133 n2 p361-366 Win 2012
Undergoing the accreditation process of the Association to Advance Collegiate Schools of Business (AACSB) can be quite daunting and stressful. It requires prodigious amounts of planning, record-keeping, and document preparation. It is not something that can be thrown together at the last minute. The same is true of the five-year reaccreditation process. Receiving the good news of initial accreditation does not permit a school to relax for long. Accreditation standards are ever-evolving as befits the AACSB's mantra that business programs must always be in the process of continuously improving. New areas of emphasis seem to emerge with each reaccreditation visit. Schools preparing for accreditation review must be current in areas such as mission, assessment, and learning outcomes. One of the leading areas for assessment is critical thinking, one of the most designated learning outcomes among AACSB member schools. This paper deals with one school's efforts to design a long-term plan for addressing its assessment of this important area.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas